The Importance of Community Knowledge in Learning to Teach: Foregrounding Maori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice

Autor/inn/en	Fickel, Letitia; Abbiss, Jane; Brown, Liz; Astall, Chris
Titel	The Importance of Community Knowledge in Learning to Teach: Foregrounding Maori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice
Quelle	In: Peabody Journal of Education, 93 (2018) 3, S.285-294 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2018.1449858
Schlagwörter	Cultural Awareness; Knowledge Base for Teaching; Teaching Methods; Epistemology; Preservice Teachers; Learning Experience; Culturally Relevant Education; Pacific Islanders; Ethnic Groups; Faculty Development; Foreign Countries; Teacher Education Curriculum; Partnerships in Education; Academic Aspiration; Indigenous Knowledge; Biculturalism; New Zealand + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Lernerfahrung; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Ausland; Hochschulpartnerschaft; Bikulturalität; Neuseeland
Abstract	Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Maori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Maori educational aspirations. In this article we describe a preservice teacher education program co-constructed with our local Maori community that foregrounds Maori cultural knowledge. We focus particularly on two signature features of the program, a co-constructed framework for teacher growth and development and community-based learning experiences, highlighting the ways that these features engage preservice teachers in learning through Maori epistemological perspectives and pedagogies. We conclude by reflecting on the generative nature of engaging community expertise and knowledge to create contextually meaningful learning experiences for preservice teachers that support their development as culturally responsive teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01